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Hello all, I wanted to let the group know about some session opportunities at GSA and AGU regarding climate and research/evaluation and formal and informal education. Please see the three session descriptions below, which I will be co-convening. AMERICAN GEOPHYSICAL UNION (Abstract Deadline August 8th) ED008: Climate Literacy: Evidence and Best Practices from Research and Evaluation Sponsor:Education (ED) Description: "We now have many years of evaluation data from climate change education and outreach programs funded by federal agencies and foundations. Evaluation efforts within this community of projects provide a rich opportunity to share evaluation approaches, and results, for programs that are similar in content and message, but different in learning environments and audiences. In this session, we welcome papers that address the findings of evaluation/research in climate change education, particularly in reference to best practices, challenges, and insights into impact. We also welcome papers that explore the practice and theory of evaluation in the context of climate literacy, where new ground in evaluation is being broken." ED006: Climate Literacy: Education for Decision Makers, Religious Communities, and Professional Audiences Sponsor:Education (ED) Description: "Educating adult audiences about climate change is critical given the need for urgent societal and infrastructural changes, but comes with unique challenges. Education strategies for decision-makers/professionals and businessmen, religious communities, agriculture/fishing communities, and other diverse adult stakeholder audiences must be tailored to address their particular concerns and needs. We invite papers that share insights about the climate change knowledge, perceptions and attitudes for these audiences. Papers on best practices for reaching particular adult audiences and/or research results from such activities are of particular interest." GEOLOGICAL SOCIETY OF AMERICA (Abstract Deadline August 12th) T71. Climate Literacy: Research and Evaluation Outcomes from Informal and Formal Climate Education Efforts Rationale: Over the last several years funding agencies, foundations and other organizations have supported efforts to improve climate literacy. In order to be considered “climate literate”, a learner would possess knowledge of essential principles and concepts about the climate system and about humanity’s place within that system. Climate education may include goals to address cognition, attitudes towards science or the environment, identity as a scientist or citizen and dispositions towards climate-relevant behaviors. Fundamental theoretical frameworks and lines of inquiry from science and environmental education, sociology and other disciplines all shed light on how we can best support learners and learning. Evaluation efforts provide us with knowledge of best practices within climate literacy projects. This session invites papers which provide evidence-based knowledge and guidance for the climate education community from a variety of formal and informal educational contexts. Thanks! Karen -- Karen S. McNeal, Ph.D. Assistant Professor, Geosciences Hilbun Hall Rm. 100 Mississippi State University PO BOX 5448 Mississippi State, MS 39762 662-268-1032 x230 (Office) 662-325-9423 (Fax)